Benson Handout Foundations of Mapeh PE

IT E HIT
Foundations of MAPEH
Competencies:
 Relate the historical, philosophical, sociological and psychological theories and principles to the teaching of
MAPEH
The Legality of Physical Education
● Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978 and Recommendation
1, International Disciplinary Regional Meeting of Experts on Physical Education, UNESCO, Brisbane, 1982 -
“The practice of physical education and sport is a fundamental right of all…”
“And this right should not be treated as different in principle from the right to adequate food, shelter, and
medical care”
● Article XIV, Section 19, 1987 Constitution of the Republic of the Philippines -
“The state shall promote physical education and encourage sports programs, league competitions and amateur
sports including training for international competition to foster self-discipline, teamwork, and excellence for the
development of a healthy and alert citizenry”
Objectives of Physical Education
 Physical Fitness Development

 Motor Skill Development -
 Cognitive Development
 Social-Emotional-Affective Development
Philosophical Foundation of Physical Education and Sports
Educational Philosophies as Applied to Physical Education
PHILOSOPHES APPLICATION TO PHYSICAL EDUCATION

IDEALISM Understanding of concept, presence mind and thought
processes for games.
Focuses on character and the ideals of sportsmanship such
as honesty, courage, and creativity.
REALISM Programs are based on scientific knowledge and orderly

progression.
BENSON P. SALAZAR, LPT 1
IT E HIT
Learning is evaluated objectively through scientific

evidences
NATURALISM Allows normal growth
Individualized learning
Competition against oneself
Outdoor activities
PRAGMATISM Variety of activities for meaningful experiences.
Problem-solving method.
Based on the needs and interests of the students.
Activities are socializing in nature
EXISTENTIALISM Promotes reflection and individual responsibility for
learning
Creativity is essential
Develop self-awareness and self-responsibility
Historical Foundation of Physical Education and Sports
Physical Activities in the Primitive Society
Mimetic Games provided children the opportunity to prepare themselves for adult life and responsibilities.
Physical Education in Ancient Nation
● Persia - military training, high moral and patriotism standards.

● Egypt - swimming, wrestling and gymnastics; most popular indoor activities was a board game called Senet.
● China - Physical activities were confined to men; football (ts’ u chu), jiu jitsu, golf (ch’ ui wan), kite flying;
sons of rich family engaged in music, dancing, and archery; Cong Fu (2698 BC) - mild exercises designed to
prevent diseases and keep the body in good organic conditions.
● India - Yoga - exercises in posture, regulated breathing, to discipline the mind and body; Hindu Dancing -
considered the oldest of organized dancing.
Physical Education and Sport in Greece
Pan-Hellenic Festivals
● Olympia Festival - Olympia; every 4 years; in honor of Zeus; Wild olive

● Pythia Festival - Delhi; every 4 years; Apollo; Laurel
● Nemea Festival - Nemea at Argolis; every 2 years; Zeus; Parsley (celery)
● Isthmia Festival - Corinth; every 2 years; Poseidon; Pine needles

IT E HIT
Spartan - being a warrior & soldier
● Paidonomous supervised the educational program called the Agoge.

● Pancriatum - combination of boxing and wrestling
Athens - balance in moral, mental, physical and aesthetic development
● Palaestrae - a center where wrestling activity occurred; building that provided rooms for various physical
activities and for oiling and sanding the athlete’s body
● Paidotribe - owns the palaestrae; PE teacher responsible for directing the exercise and games of the Greek
youth
● Gymnasium - the physical, intellectual and social center of Greece
● Gymnast - responsible for training the youth in particular gymnastic contests
● Gymnasiarch - chief official in the gymnasium and overall-in-charge
Greek Philosophers
● Plato - gymnastic and music

● Aristotle - athletics
● Herodotus (heredikos) - PE as aid to medicine
● Hippocrates - law of use and disuse
● Xenophone - PE in military
● Socrates - PE to health
Roman Physical Activities
● Moral and military training were significant to the Romans

● Maintenance of Health was a worthwhile and natural goal
● Thermae - public baths
● Campus Martinus - a large open area for physical skills
● Colosseum - the most famous landmark in Rome where spectacular gladiatorial combats between slaves and
prisoners were held
● Circus Maximus - premier hippodrome in the Roman Empire where horse and chariot races and large-scale
entertainment were held
● Claudius Galen - first to incorporate medicine and biomechanics into the science of exercise, and one of the
first to practice sports medicine

IT E HIT
Physical Education in the Middle Ages - Catholicism
● Asceticism - belief in the existence of evil in the body

● Scholasticism - highly intellectual philosophy that emphasized the mind.
The above beliefs result in the construction of monasteries so people could isolate themselves in the world.
However, some people would engage into the following despite physical activities are considered taboo:
- Soule - ball game that resemble soccer

- Kegel - similar to bowling
● St. Thomas Aquinas - embraced the idea of fitness and recreation as a positive force in promoting social and
moral well-being, which started the idea of valuing physical fitness as essential part of spiritual well-being.
● Two careers open to the sons of nobleman, entering CHURCH and became members of the CLERGY, or
they might enter CHIVARLY and became KNIGHT
● CHIVARLY, education that was physical, social, and MILITARY in nature
● At the age of 7, they were sent to the training for KNIGHTHOOD
● PAGE, a boy learned court etiquette, waited on table, run errands, and help household task. Participated in
different forms of physical activities such BOXING, RUNNING, FENCING, JUMPING, and SWIMMING.
● SQUIRE, age 14 attached to some knight. Duties including keeping the knight weapon in good condition,
caring for their horses, helping with his armor, attending his injuries and guarding prisoners. They are
continually required to engaged VIGORIUS SPORTS such as HUNTING, SHOOTING WITH BOW,
RUNNING, SWORDMANSHIP, HORSEMANSHIP, and CLIMBING KNIGHT, when they reach the age of
21
Physical Education in Renaissance
● Humanism – the concept of universal man emerged.

Physical Education in Europe
● Germany
○ Johann Bernhard Basedow - founded Philanthropinum in 1774
○ Johann Christoph Friedrich Gutsmuths - grandfather of Physical Education
○ Friedrich Wilhelm August Froebel - play in the form of physical education
○ Friedrich Ludwig Jahn - established the German Turnverein Movement; father of gymnastics;
gymnastic was more political in nature
○ Adolph Spiess - PE program should be progressive
● Sweden
○ Per Henrik Ling - PE as a science that utilized anatomy and physiology
○ Lars Gabriel Branting - medical gymnastics
○ Hjalmar Fredrik Ling - educational gymnastics
● Denmark

IT E HIT
○ Franz Nachtegall - father of PE in Denmark; required PE both in elementary and secondary public
schools
○ Niels Bukh’s - Primitive Gymnastics
● Great Britain/England
○ Archibald Maclaren - chief contributor to England’s physical education
Physical Education in the Unites States of America
● Baggataway (lacrosse) - popular and rituals often surrounded the games; used to settle disputes
● Shiny - similar to field hockey
● Tom Molyneux - America’s first well-known pugilist
National Period (1784-1881)
● Charles Beck - built an outdoor gymnasium and started the first school gymnastics program
● Charles Follen - organized exercise classes based on the German system for students at Harvard University
● Catharine Beecher - developed and implemented program of PE within the educational curriculum of the
school in 1828
Civil War Period Until 1900
● Dioclesan Lewis - developed the Lewis system of light gymnastics in 1860

● Dr. Dudley Allen Sargent - known for his work in teacher preparation, remedial equipment, exercise devices,
college organization and administration, anthropometric measurement and experimentation as basis for activity
and scientific research
Early 20th Century
● Thomas Edison Wood - emphasized game and game skills and introduced his new program under the name
“Natural Gymnastics”
● Clark Hetherington - emphasized children’s play activities in terms of survival and continued participation,
athletics, and athletic skills
● Jessie H. Bancroft - influenced the development of physical education as a responsibility of homeroom
teachers in the elementary schools, and contributed much to the field of posture and body mechanics
World War I (1916-1919)
● Many physical educators provided leadership for physical conditioning programs for the armed forces and for
people on the home front

IT E HIT
Golden Twenties (1920 to 1929)
● Jesse Feiring Williams - stressed the importance of PE in general education

● Thomas D. Wood, Rosalind Cassidy, and Jessa Feiring Williams - published in 1927 the book “The New
Physical Education”
Depression Years (1930 to 1939)
● Charles McCloy - wrote the Philosophical Bases of Physical Education in 1940
Mid-Twentieth Century (1940 to 1970)
● Boys and girls were exposed to the programs of PE in American Schools and Colleges
● Girls and women were provided opportunities to engage in competitive sports at both high school and college
Physical Education in the Philippines
Pre-Spanish Period
● Cockfighting, introduced by Malays

● Dancing was a religious activity
● War dances were performed
● Bathing and Swimming were important part in the lives of the natives
Spanish Period
● Fandanggo, Jota, Curacha of Spain, Polka, Mazurka of Central Europe and the Lanceros & Rigodon of France
were introduced to lure the Filipinos to be converted to Christianity
● Recreational games such as juego de anillo, juego de prenda, and duplo (a poetic joust) were also introduced
● Girls played sungka, siklot, piko, luksong tinik, hide and seek
● Boys played patintero, sipa, and kite flying
● Horse races triggered the founding of Manila Jockey Club in 1867, but was closed down in 1880
● In 1893, Gymnastics was recorded to be a required subject for all candidates for the Elementary Teachers
Certificate at the Superior Normal School for Men Teachers
American Period
● 1901 - Physical exercise was one of the subjects introduced in the public schools and regular program of
athletics was developed
● 1905 - Baseball and track and field were introduced and taught to young boys

IT E HIT
● 1909 - Athletic program for the schools emphasized the playing of western sports and coaching of tennis
● 1910 - Basketball was first introduced as a game for young girls at the Carnival Meet held in Manila but was
later discontinued in 1914. Indoor baseball, tennis, and volleyball were also introduced
● 1911 - The “Athletic Handbook” was published by the Bureau of Education where the first part prescribed few
simple games and relays; the second part contained the rules for baseball, basketball for girls, volleyball,
indoor baseball, track and field, and lawn tennis.
● January 1911 - Philippine Amateur Athletic Federation (PAAF) was organized to control amateur sports in
the Philippines
● 1914 - Teacher’s Vacation Assembly started in Manila to give special training to Filipino Teachers. In turn,
recipients of the special training taught at the provincial normal schools
● March 5, 1919 - “Physical Education: A Manual for Teachers” was published as a result of the plan in 1918
for a definite course of study in Physical Education, submitted by a special committee of superintendents
● 1920 - Physical Education was made a required subject in all public schools but grade was not included in the
computation of grades
● 1928 - Summer School for Coaching was opened by the Office of the National Physical Education Director in
cooperation with the Bureau of Education to help the public school teachers who are in-charge of athletics to
improve their coaching methods
● 1937 - Physical Education was made a curricular subject in the secondary schools where grade was not only
based on attendance but in proficiency skills as well. The grade was included in the computation of the general
average
● 1939 - Women’s track and field was added in the program of the National Inter-Scholastics
Japanese Period
● Radio Taiso - calisthenics on air performed by public schools daily
Post-War to Present
● 1948 to 1952 - under the joint sponsorship of the PAAF and Department of Education, National College of
Physical Education conducted a Summer school of Physical Education held at the Rizal Memorial Field. In
1953, PAAF took the sponsorship alone
● early 70’s and early 80’s - PE was incorporated in the subject Youth Development Training or YDT. Subjects
included Physical Education, Scouting, Health, and Music
● 1973 - The revised Secondary Education program is contained in the Department Order No. 20, s. 1973. Two
aspects of the program were Youth Development Training (YDT) for 1st to 3rd year and Citizen Army
Training for 4th yr high school.
● 1982 - MEC Order No. 6 s 1982; PE in Grades 1 and 2 is integrated with the subject Sibika at Kultura; Grades
3 and 4 PE is clustered with Art and Music in a subject entitled Music, Art and Physical Education (MAPE)

IT E HIT
● 1989 - Secondary Education Development Program (SEDP); Based on DECS Order No. 11, s. 1989, the New
Secondary Education Curriculum (NSEC) of SEDP is a cognitive-affective-manipulative-based and is student-
centered and community-oriented. One of the 8 subject areas in the NSEC is Physical Education, Health and
Music (PHEM)
● 1994 - DECS Order No. 53 s. 1994, states that PE in Grades 1 and 2 is listed as a separate additional subject
and will be taught daily for 20 minutes beginning SY 1994-1995 in public elementary schools. It shall continue
to be taught as a component of MAPE in Grades 3 to 4
● 2013- RA 10533 otherwise known as Enhanced Basic Education Act of 2013 was implemented. It added 3
years to the basic education in the curriculum. Music, Arts, Physical Education and Health has been an
essential part of the program as it is being offered from Kinder to Grade 12. Health and Physical Education and
Contemporary Philippine Arts from the Regions is being offered as Core Subject. Some Music and Arts
subjects are being offered in Arts and Design Track. While some in depth Physical education and Health
subjects are being offered in Sports Track.
Philippine Programs
● PSC - Philippine Sports Commission

● POC-Philippine Olympic Committee
● NSC-National Sports Commission
● IOC-International Olympic Commission
● BPESS-Bureau of Physical Education and School Sports
Leagues
● Olympic Games
○ First recorded Olympic Game was in 776 BC
○ Held at the foot of Mount Olympus in Ancient Greece every 4 years
○ At first, it only consisted one event called Stade - a 192 yard foot race
○ Koroibus of Elis was recognized as the first champion
○ Only male citizens could compete and watch the games; women were not allowed except for the
priestess Demeter
○ Baron Pierre de Ferdy de Coubertin - established the Modern Olympic Games on June 23, 1894
○ Motto: Citius, Altius, Fortius meaning Faster, Higher, Stronger
○ Olympic Flag: 5 rings from left to right - Blue, Yellow, Black, Green and Red symbolizing unity of 5
continents; white background as a symbol of peace
○ 2016 Olympics - Rio de Janeiro, Brazil - August 5-21, 2016
○ 2020 Olympics - Tokyo, Japan
● Asian Games
○ Held every four years in between the Olympic Games

IT E HIT
○ First Asian Games were held in New Delhi, India in 1951

○ Motto: Ever Onward
○ Second Asian Games were held in Manila in 1954
○ Admitted former Soviet Republics of Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan and
Tajikistan in 1994
○ 2010 - Guangzhou, China
○ 2014 - Incheon, South Korea (Sept 19-Oct 4)
○ 2018 - Jakarta, Indonesia (Aug 18-Sept 2)
● Southeast Asian Games
○ Southeast Asian Peninsular Games (1975)
○ SEAP was changed to SEA when the federation accepted Indonesia and Philippines as members
○ Started by Luang Sukhumnaipradit in 1957
○ First SEAP games were held in Thailand in 1959
○ Hosting of SEA Games is rotated alphabetically by nation name
○ Manila hosted the 1981, 1991 and 2005 SEA Games
● ASEAN Para Games
○ Biannual multi-event held after every Southeast Asian Games for athletes with physical disabilities
○ Games are hosted by the same country where the SEA Games took place
○ First ASEAN Para Games was held in Kuala Lumpur, Malaysia in 2001
Psychological Foundations of Physical Education
● Three Domains of Learning

● Cognitive Learning. The concern of physical educators in teaching for cognitive learning is
increasing the individual’s knowledge, improving problem-solving abilities, clarifying, understanding, and
developing and identifying concepts.
● Affective Learning. In teaching for affective learning, the physical educator is concerned with
attitudes, appreciations, and values.
● Psychomotor Learning. This type of learning is the heart of the physical education and sport
experience. The development of motor skill is the concern in teaching for psychomotor learning.
● Howard Gardner’s Multiple Intelligence

INTELLIGENCE AS APPLIED TO PHYSICAL EDUCATION
Verbal-linguistic intelligence - Discussion of rules and regulations during
game.
- Communicating effectively with

IT E HIT
teammates
Logical-mathematical intelligence - Calculating the movements and
trajectories in executing skills in sports.
Visual-spatial intelligence - Familiarizing with the size of the playing
field/court, equipment like ball.
Musical-rhythmic intelligence - Counting during dances, warm-up
exercises.
Bodily intelligence - This intelligence is the heart of Physical
Education and Sports.
- Used for executing skills
Social intelligence - Ability to communicate with people like
teammates and coach
Intrapersonal intelligence - Discipline and self-assessment
Naturalistic intelligence - Understanding of the human nature and
body
Sociological Foundation
Physical Education should help each individual inculcate:
● Moral Responsibility
● Cooperation
● Moral Equality
● Happiness
● Spiritual Enrichment
● Need of affection
● Belongingness
● Independence
Play Theorists
● Herbert Spencer-expend excess energy

● G. Stanley Hall-ideal mechanism of development
● John Dewey- integrated mind and body
● Karl Gross-experiences
● Luther Halsey Gulick- benefits private (sense of self) and social (social self) of the individual.
COACHING AND OFFICIATING OF SPORTS EVENTS, DANCE COMPETITION AND MUSIC

ACTIVITIES
Competencies:

IT E HIT
● Apply coaching and officiating /judging techniques of MAPEH activities

● Exhibit positive values in the performance of Duties and Responsibilities
The Roles of a Coach – As a coach you will perform many functions that some will be willingly and others may not
that desirable, but still it is equally important. All these work or responsibilities contribute to being a successful coach.
Ask yourself “do I or can I act”:
1.As a teacher – teaching knowledge, skills and ideas
2.As a trainer – enhancing fitness
3.As an instructor – directing activities and practices
4.As a motivator – create a positive and decisive approach
5.As a disciplinarian – establishing a system of rewards and punishments
6.As a manager – systematize and preparation
7.As an administrator – attending to paper work
8.As a publicity agent – work out with the media
9.As a social worker – psychoanalysis and advising
10.As a friend – supporting and follower
11.As a scientist – investigate, evaluating and problem solving
12.As a student – ready to pay attention, study and seek for brand new knowledge
SOME CONCEPTS THAT A COACH SHALL KNOW
Planning the Training Program
Periodization
- Volume refers to the quantity of training.
- Intensity refers to the quality of training such as speed of execution, time of performance and in between rest,
rates of executions in terms of jumps, throws, runs, carries and others performed by the athletes.
• Preparation Period – the first and the longest period of training program. The athlete performed different
activities from general to specific training. All round general fitness through gradually increasing the volume of load
are being develop in this phase. The volume of load should be increased in such a way as stairs where there is rest to
have time for recovery and overcompensation.

IT E HIT
• Competition Period – the volume of training for overall fitness is gradually decreased and intensity for
training increase in relation to the characteristics of competitions. The training loads should be heavier to keep the
athlete’s fitness developing and lighter to keep the athlete’s energy and enthusiastic in high level for competition. The
athlete will develop the athletic shape that will show up in the last part of the competition period where there are ready
for the big event – the competition proper.
• Transition Period – comes in the end of a season sometime refer to as the “active rest”. The main objective of
this period is to have athletes to recover from the physical exhaustion received from previous competition and have the
opportunity to recover mentally and physically from the two previous period of training. Light activities are being
given in this period to keep the condition of athlete to its high level and be ready for the next cycle of training.
11. Planning the Training Session
• Warm – Up – done gradually increasing the load that involves all muscles to move in preparation for the main
activities.
• Skill Units – starts from known unit gradually progressing to unknown or new unit, where athlete should be
given time to execute the skill in a competition like simulation.
• Fitness Unit – is the parts where physical conditionings are being develop for the athletes to perform the skill
with efficiency and accuracy.
• Cool Down – gradually lower the body temperature and heart rate. Opportunity to evaluate the completed unit.
 Skill Teaching – Helping athletes to acquire knowledge, physical skills and attitudes.
 Sports Psychology – Factors that influence performance and how these factors may be controlled by utilizing
mental aptitude
1.Mental Skills – Psychological preparation is as important as physical conditioning

2.Personality – People will interpret the same piece of information as physical conditioning
3.Motivation – how much an individual wants to achieve a goal and to understand motivation we need to know what
goals an individual has.
4.Goal Setting
•Knowing What Your Athletes Want to Achieve
•Acceptable Goals
•Difficulty of Goals
•Specific Goals for Measuring Success
•Recording Goals
5.Emotional Control – Learning how to control anxiety
•Worry
•Psychological Arousal
IT E HIT
6. Communication – two way process of exchanging information between the athlete and coach, and assists
motivation, goal setting and all skill learning.
7. Developing Effective Communication Skills
•Gaining the Athlete’s Attention
•Learning to Use Your Voice
•Developing Non – Verbal Skills
•Developing Listening Skills
SPORTS OFFICIATING
I. NATURE OF SPORTS OFFICIATING
A. Definition of Sports Officiating
That phase of competitive sports management, which deal directly with the proper conduct of the game.
New officials generally desire to officiate the sport that they played at the high school or collegiate level. There are
many new officials; however, they pursue a sport that they love to watch. The game is something that is played by
athletes; officials are assigned to “work” the games.
B. Primary Function of Sports Officiating Officials
To cause the game to progress with as little interference as possible.
Officiating is very addictive; once you get started, you can’t get enough of it. It is important that you begin by working
no more than two sports, as this will allow you to focus and learn the rules and the ins-and-outs of the officiating
world.

IT E HIT
C. Types of Officiating
1.Decision on every action: in this type of officiating a decision be made on every single action that keeps place. Ex.
Tennis
2.Discriminating Judgment: decision depend upon the effort created by the players and the rule that permit the official
to exercise discretion. Ex. Basketball
D. Kinds of Game Officials:
1.Field or court officials” Those who position or stay in the court of field of play. They may either be stationary (Ex.
Volleyball and Badminton) or moving (basketball and Soccer).
2.Table Officials
E. Knowledge of the Rules
The rules of the game provide direction of play. Insure the neither team is given an unfair advantage. The intent of the
rules should be foremost in the philosophy of all good officials. Knowledge of the rules, maintaining this knowledge
and the proper application of this knowledge to the game situation are absolutely essential to good officiating. With
good training and positive mental attitude, you can learn how to apply the rules and get into position to make the calls.
II.FOUNDATION OF SPORTS OFFICIATING
A . General Requirements
1. Ability: the natural talent for the job.
2. Preparation: The action or process of getting something ready for some duty. One of the most important aspects of
sports officiating is appearance. Like in your day-to-day business, officials are judged on how they look. The
expression, “You never get a second chance to make a good first impression,” applies specially to sports officiating.
3. Experience: the amount of time work is being done and the skill or knowledge gained by actually doing.
B. Qualities of an Official

IT E HIT
1. Essential Qualities
a.) The potential of Presence: “Be felt not heard, as much as possible.”
b.) Official-Player Rapport: “Win friends, but don’t violate principles”
c.) Good Public Relations: “Be pleasant, but firm and fearless.’’
2. Requisite Qualities
a.) Knowledge of the rules: Know the rules thoroughly and the intentions or spirit behind them.
b.) First-Hand Experience in the Game: Having played the game is a great factor. Participation provides the official
with a better understanding of the fundamentals and strategy and the practical application of the rules in actual game
situations.
c.) Physical Fitness – the quality of officiating performance can be limited by the physical condition of the official.
Good conditioning is necessary throughout the game to enable the official to:
1) Be where he should be
2) Maintain his alertness and good judgment
3) Hold up his end of the teamwork with his fellow official
3. Personal Qualities
a.) Good Judgment – the ability to see a situation and to make the correct response to that situation. Good judgment is
made up of three parts:
1) Perception: the ability to look at s situation and ascertain what is truly taking place.
2) Position
3) Experience
b.) Concentration – Defined as being aware of only the present.
c.) Good Mechanics – mechanics of officiating is a system designed as a practical working method to facilitate the
tasks of the officials on the court.
d.) Officiating is about teamwork. You must be able to get along with the men and women that work in your
crews. If your partners dislike you, it is going to be very tough (perhaps impossible) for you to be a successful official.
The first two obligations of new officials are to:
1) Learn and understand the playing rules,
2) Develop the correct habits involved in officiating mechanics.
e.) Hustle – Means to move and act with resolute energy. It includes mental readiness, physical movement and a
genuine interest in the game. Game must be taken to avoid two extremes:
1) Pointless running to give the impression of the hustle;

IT E HIT
2) The ‘rocking chair” official who calls the entire game from the same spot.
f.) Cooperation – The ability to team with fellow officials is absolutely essential to a well – handed game.
g.) Consistency – Applying the correct rule interpretation and administering the rules to each situation a distinct
separate part of the game.
h.) Decisiveness – The decisive official converts a controversial or judgmental decision into accepted decision through
decisiveness.
i.) Confidence – Confidence and decisiveness are closely related. Confidence deals more with the attitude of the
official and impression he makes, while decisiveness is concentrated on the mechanics of officiating.
j.) Poise / Calmness – Poise is complete self – control and is not always the easiest thing to maintain.
k.) Courage – The ability to give decision with a firm conviction. Courage is a personal quality, but it also largely
based upon understanding and accepting officiating responsibilities. Competitive rules empower and obligate the
official to make the indicate rulings to the best of his ability.
Two most unfavorable things that can be done are:
1) Avoid a decision where a decision is required.
2) To make a decision merely because it is demanded
l.) Objectivity – Treating facts without distortion by personal feelings or prejudices.

m.) Reaction Time – the ability to respond to a given stimulus as quickly as possible.
ORGANIZATION AND MANAGEMENT OF SPORTS
Relate concepts of organization and management on different areas, issues/concerns of PE and Health activities
Management. The process by which key personnel provide leadership so that the organization functions efficiently
and effectively in achieving the goals for which the organization exists.
Management Skills include technical, human, conceptual, political, and leadership skills that take into account various
philosophical and theoretical underpinnings of management.
Management Functions
1. Planning
 Prepare an effective business plan. It is essential to decide on the future course of action to avoid
confusions later on.
 Plan out how you intend to do things.
2. Organizing
 Organizing refers to the judicious use of resources to achieve the best out of the employees.

IT E HIT
 Prepare a monthly budget for smooth cash flow.

3. Staffing
 Poor organization management leads to unhappy employees who eventually create problems for
themselves as well as the organization.
 Recruit the right talent for the organization.
Human Resource and Management Supervision

1. Recruitment, Selection, Retention, and Promotion
2. Orientation of new staff
3. Supervision
4. Evaluation
4. Leading
 The managers or superiors must set clear targets for the team members.
 A leader must make sure his team members work in unison towards a common objective. He is the one
who decides what would be right in a particular situation.
5. Control
 The superiors must be aware of what is happening around them.
 Hierarchies should be well defined for an effective management.
 The reporting bosses must review the performance and progress of their subordinates and guide them
whenever required.
 .
Facility Management Fiscal Management

1. Site 1. Budgeting
2. Building 2. Budget Management
3. Lighting 3. Financial Accountability
4.Environmental climate
5.Plant sanitation
6.Acoustics
Purchase and Care of Supplies and Equipment

1. Selection of Supplies and Equipment
2. Purchase of Supplies and Equipment
3. Checking, storing, issuing and maintaining supplies and equipment
4. Risk Management
Evaluating
The School Physical Education Program

IT E HIT
I. Physical Education Instructional Programs
A. Preschool Physical Education Programs

B. Elementary School Physical Education Programs
C. Secondary School Physical Education Programs
II. Intramural
•The intramural program is concerned with the provision of recreational activities and athletic competition for all
students within a school
•It gives all students an opportunity to develop the athletic skills they have been taught in the instructional program.
•Its organization may be based on the educational level, size of the school, school philosophy.
•At the elementary and secondary level most intramural/recreational programs are directed by the physical education
department
•At the college and university level there are varied organizational relationships. Some intramural/recreational
programs are organized to function as departments in schools or colleges of physical education. Others are organized
attached to the office of the dean of students or vice president for student affairs. In some universities, this activity is
operated as a separate entity or as part of the athletic department.
I Types of Competition
Units and Types of Competition

1. Inter-class
2. Grades
3. Age
4. Height
5. Clubs
6. Societies
7. PE Classes
a. Single Elimination. The type of tournament used when there is a big number of entries or players but short
playing days. This type is the easiest to handle because a team or player that loses once is automatically eliminated.
Number of games to be played:

G = N-1

IT E HIT
G is the number of Games

N is the number of Teams
Number of byes:
Bye = P-N where P is the least power of two higher than N (2, 4, 8, 16, 32, etc)
b. Double Elimination. This type of tournament allows the team/player to stay in the competition until it loses
twice.
Double Elimination
(N-1) X 2
Example: 4 teams; No Byes, 6 games
c. Round Robin. The most effective type of competition where each team/player will have a chance to meet all
teams or players who entered the competition.
○Single Round Robin

N (N-1) / 2
*If odd # of teams use bye in place of another team - rotate counterclockwise
*For even # of teams, all 1’s are constant - others rotate counterclockwise

IT E HIT
○Double Round Robin

(N-1) X 2
Example: 5 teams; 3 byes; 8 games
d. Ladder. Lower rank players have the chance to climb the ladder provided they win over the player occupying
the higher step of the ladder.
e. Pyramid. This type of tournament is similar to single elimination but it is designed in a vertical manner in the
diagram.
III. Interschool Program

It is concerned with the provision of competition for the most highly proficient students in the various sports with
teams from other institutions.
IV. Physical Education for the Handicapped Child
• The concept of “Mainstreaming”

• Least Restrictive Environment
• Special Olympic
METHODS AND STRATEGIES IN TEACHING MAPEH
Four Steps in Teaching Skills
1. Instructing - instructions must be given for them to complete the task or skill. These may be written or verbal.
The teacher must ensure the student knows what is required of them
2. Demonstrating - The teacher may provide a demonstration of the skill or may get a peer to perform it. It is key
that this is a good demonstration to allow the student to form a model in their memory and mentally rehearse
the skill to be performed
3. Applying - The student then practices the skill in a planned situation to help them transfer the learning from
practice to a competitive situation

IT E HIT
4. Confirming - This is all about feedback and providing information for the student about how successful they
have been. Testing or assessing the skill allows the teacher and the student to evaluate performance.
Types of Practice
There are four types of practice which can all be used in different situations and dependent on the skill being learned:
1. Fixed practice - These are sometimes also known as drills and involves repeatedly practicing a whole skill in
order to strengthen the motor program. This type of practice is best with discrete, closed skills
2. Massed practice - This is a continuous form of practice which is best for simple skills. An example would be
a rally in badminton where the learner must repeatedly perform drop shots. This causes fatigue and therefore
simulates the late stages of a game
3. Variable practice - This is used best for open skills and involves repeating a skill in varying situations. For
example shooting practice in football, where the coach may set up drills and alter the starting position and
involvement of defenders. This helps to build up schema to use in game situations
4. Distributed practice - Attempts at the skill are divided up with intervals in-between to allow for rest and
mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated
individuals
Methods of Practice
1. Whole method
The skill is first demonstrated and then practiced as a whole, from start to finish. It helps the learner to get a feel for the
skill, timings and end product. It is best used for fast skills which cannot easily be separated into sub-parts, such as a
javelin throw. It is unsuitable for people with low attention spans, complex or dangerous skills.
2. Part method
The parts of the skill are practiced in isolation which is useful for complicated and serial skills and is good for
maintaining motivation and focusing on specific elements of the skill. It is possible, however, that the transfer of the
skills from parts, to a whole may not be effective and it may also reduce the kinesthetic awareness (feel) for the full
skill.
3. Whole-part-whole method

IT E HIT
The whole skill is first demonstrated and practiced, before being broken down into the constituent parts to practice the
individual elements and improve on these, before putting the whole skill back together. This can be very effective in
skills which have easily distinguished parts, where the whole skill together is complex. A good example comes in
swimming, where the learner would practice the whole stroke, then isolate a weak component, such as the kick and use
a float in the hands to ensure using only the legs, before putting the whole stroke back together. This gives the
performer a sense of the whole skill before they break it down and improve on the weak aspects of the performance. As
with the part method this may affect the transfer of the skill from parts to the whole.
4. Progressive part method
This is sometimes also known as the chaining method, as the parts of a skill are practiced individually, in order, before
being linked together and expanded. For example in the triple jump, the hop will be practiced and learnt, before the
skip is then practiced and learnt. The two are then linked together. Finally, the jump will be learnt individually and then
tagged on the end of the skip. This is slow process but allows weaknesses to be targeted and for the performer to
understand the relationship of the sub-routines.
ASSESSMENT IN MAPEH
DepEd Order No. 8 s 2015
Classroom Assessment for the K12 Basic Education Program

IT E HIT

IT E HIT

IT E HIT
List of Summative Assessment Tools

IT E HIT
SPECIAL EDUCATION IN MAPEH
Competencies:
 Apply teaching competencies, skills, techniques and approaches for specific special need of students
Legal Bases of Special Education in the Philippines
•Magna Carta for the Disabled Persons RA 7277) – March 24, 1992
Section 4: Definition of Terms
It defines Disabled Persons as those suffering from restriction, as a result of a mental, physical, or sensory impairment
to perform an activity in the manner or within the range considered normal for a human being;
•ACT NO. 9442,
An Act Amending Republic Act No. 7277, Otherwise known as the
“Magna Carta for Persons with Disability as Amended, and For Other Purposes”
Granting Additional Privileges and Incentives and Prohibitions on Verbal,
Non-Verbal Ridicule Against Persons with Disability
Batas Pambansa Blg. 344 – An Act to Enhance the Mobility of Disabled Persons by Requiring Certain Buildings,
Institutions, Establishments, and Public Utilities to install Facilities and Other Devices
Who are Considered Special Children?

Children with disabilities or having the hard time performing a task due to decreased capacity. Also, children who are
clinical identified with below concepts are considered special children.
•Autism- is a complex developmental disability that typically appears during the first three years of life. It is
characterized by extreme withdrawal and communication difficulties.
•Behavior Disorders- are characterized by inappropriate school behavior. It includes a wide range of disabilities. Most
severe are psychotic and schizophrenic individuals.
•Cerebral Palsy- refers to several non- progressive disorders of voluntary movement or posture that are caused by
malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life.
•Exceptional Children-refer to individuals who differ from societal or community standards of normalcy due to
significant physical, sensory, cognitive, or behavioral characteristics.
•Gifted- exceptional students with intellectual gifts or special abilities and talents in areas such as the arts, sports, and
leadership.
•Handicap-refers to the impact or consequence of the disability, not a condition itself.

IT E HIT
•Hearing Impairment-the handicapping condition characterized by an impairment in the ability to hear.

•Mental Retardation-deficient mental functioning measured in terms of intelligence quotient. Mildly retardation (IQ
ranging from 52-68), Moderate retardation (IQ ranging from 36-52), Severe retardation (IQ ranging from 20-36),
profound retardation (IQ under 20).
•Neuromotor Impairment-an abnormality of or damage to the brain, spinal cord, or nerves that send impulses to the
muscles of the body. This often results to motor problems that can affect several body systems.
•Physical and Health Disabilities- include students with physical impairments and those with medical conditions that
result in chronic health problems.
•Special Students- students with special learning needs who require instructional adaptations in order to learn
successfully; includes handicapped students, gifted and talented, and students with multicultural heritages.
•Visual Impairment- is a term that describes people who cannot see well even with correction. Students with visual
impairment maybe blind, or partially sighted based upon measures of visual acuity.
How do we Address the Need of the Special Children?
We can address the need of these children with special needs through Special Education, which is a customized
instructional program designed to meet the unique needs of an individual learner by doing the following
•Curriculum Adaptation- is an important component of adapting materials for instruction. This is done by joint
planning of by the special education teachers and the general education teachers.
• Individualized Education Program-a plan developed to meet the special learning needs of each student with
disabilities.
•Least Restrictive Environment- the most appropriate educational placement that is closest to the mainstream.
•Mainstreaming-involves the practice of placing children with disabilities into classes with able students.
•Orientation- the ability to determine one’s position in space.
• Programmed Instruction- the method of instruction in which learners progress at their own pace through small
incremental steps that provide immediate feedback about response accuracy.
• Sign Language- a system of manual communication in which gestures express thoughts.
• Structured Instruction- the method of teaching in which environmental events are carefully manipulated to bring
about change in the learner’s performance of functional skills.
• Screening- is the process that involves all students in a school setting and is part of the “child-find” process. In most
situations, screening tests may be administered without parental permission and are used to make initial identification
of students who may need special services.
•Slate and Stylus- a small hand-held device used to write Braille.
•Special Class- a class in which students with special needs are grouped together in a self-contained class.

IT E HIT
What is Adapted Physical Education?

Adapted physical education (APE) is physical education which may be adapted or modified to address the
individualized needs of children and youth who have gross motor developmental delays. This service should include
the following:
- Assessment and instruction by qualified personnel means that professionals are prepared to gather assessment date
and provide physical education instruction for children and youth with disabilities and developmental delays.
- Accurate assessment data, including diagnostic and curriculum-based data collected by qualified personnel.
- Individualized Education Program (IEP) Goals and Objectives / Benchmarks are measurable and objective
statements written by the physical education instructor. The goals and objectives are reflective of the physical
education instructional content and monitored/evaluated according to district policy, to ensure that goals and objectives
are being met in a timely manner.
- Instruction in a Least Restricted Environment (LRE) refers to adapting or modifying the physical education
curriculum and/or instruction to address the individualized abilities of each child. Adaptations are made to ensure that
each student will experience success in a safe environment. Placement is outlined in the IEP and may include one or
more of the following options:
 The general physical education setting

 The general physical education setting with a teaching assistant or peers
 A separate class setting with peers
 A separate class setting with assistants
 A one-to-one setting between students and the instructor
For all practical purposes, Adapted Physical Education IS developmentally appropriate physical education at its finest.
It involves differentiating instruction so the physical activity is as appropriate for the person with a disability as it is for
a person without a disability. The emphasis of adapted physical education is to facilitate participation of students with
disabilities with typically developing peers in age-appropriate activities.
The APE teacher is a direct service provider, as contrasted with physical or occupational therapists. These therapies are
considered related services and are provided to the child with disabilities only if he/she needs them to benefit from
instruction. Special physical education (APE) is a federally mandated component of special education services
[U.S.C.A. 1402 (25)] and ensures that physical education is provided to the student with a disability as part of the
child's special education services. Change the word "adapted" to "differentiated" and you have the idea of Adapted
Physical Education. It is GOOD teaching which differentiates the curriculum, task, equipment, and/or environment as
appropriate for each child, so ALL students can successfully learn and participate in physical education.

IT E HIT
RESEARCH IN MAPEH
Competencies:
• Apply theories and principles in conducting research in MAPEH
Research is a systematic inquiry to describe, explain, predict and control the observed phenomenon. Research involves
inductive and deductive methods (Babbie, 1998). Inductive methods analyze the observed phenomenon and identify
the general principles, structures, or processes underlying the phenomenon observed; deductive methods verify the
hypothesized principles through observations. The purposes are different: one is to develop explanations, and the other
is to test the validity of the explanations.
One thing that we have to pay attention to research is that the heart of the research is not on statistics, but the thinking
behind the research. How we really want to find out, how we build arguments about ideas and concepts, and what
evidence that we can support to persuade people to accept our arguments.
Gall, Borg and Gall (1996) proposed four types of knowledge that research contributed to education as follows:
1. Description: Results of research can describe natural or social phenomenon, such as its form, structure,
activity, change over time, relationship to other phenomena. The descriptive function of research relies on
instrumentation for measurement and observations. The descriptive research results in our understanding of
what happened. It sometimes produces statistical information about aspects of education.
2. Prediction: Prediction research is intended to predict a phenomenon that will occur at time Y from information
at an earlier time X. In educational research, researchers have been engaged in:
o Acquiring knowledge about factors that predict students' success in school and in the world of work
o Identifying students who are likely to be unsuccessful so that prevention programs can be instituted.
3. Improvement: This type of research is mainly concerned with the effectiveness of intervention. The research
approach include experimental design and evaluation research.
4. Explanation: This type research subsumes the other three: if the researchers are able to explain an educational
phenomenon, it means that they can describe, can predict its consequences, and know how to intervene to
change those consequences.
What are the purposes of research?

Patton (1990) pointed out the importance of identifying the purpose in a research process. He classified four types of
research based on different purposes:
1. Basic Research: The purpose of this research is to understand and explain, i.e. the research is interested in
formulating and testing theoretical construct and propositions that ideally generalize across time and space.
This type of research takes the form of a theory that explains the phenomenon under investigation to give its
contribution to knowledge. This research is more descriptive in nature exploring what, why and how questions.
2. Applied Research: The purpose of this research is to help people understand the nature of human problems so
that human beings can more effectively control their environment. In other words, this type of research pursues
potential solutions to human and societal problems. This research is more prescriptive in nature, focusing on
how questions.
3. Evaluation Research (summative and formative): Evaluation research studies the processes and outcomes
aimed at attempted solution. The purpose of formative research is to improve human intervention within
specific conditions, such as activities, time, and groups of people; the purpose of summative evaluation is to
judge the effectiveness of a program, policy, or product.
4. Action Research: Action research aims at solving specific problems within a program, organization, or
community. Patton (1990) described that design and data collection in action research tend to be more
informal, and the people in the situation are directly involved in gathering information and studying
themselves.
What is the research process?

Gall, Borg, and Gall (1996) described the following stages of conducting a research study:

IT E HIT
1. Identify a significant research problem: in this stage, find out the research questions that are significant and
feasible to study.
2. Prepare a research proposal: a research proposal usually consists of the sections including introductory,
literature review, research design, research method, data analysis and protection of human subject section, and
timeline.
3. Conduct a pilot study: the purpose is to develop and try out data-collection methods and other procedures.
4. Conduct a main study
5. Prepare a report
Gall, Borg, and Gall (1996) also explained that these five stages may overlap or occur in a different order depending
the nature of the study. Qualitative studies which involve emergent research design may gather and analyze some data
before developing the proposal, or a pilot study can be done before writing a research proposal or not at all.
Anglin, Ross, and Morrison (1995) took a closer look at the stages of identifying a research problem and preparing the
research proposal. They advised a sequence of planning steps:
PHYSICAL EDUCATION
A. ANATOMICAL, MECHANICAL & PHYSILOGICAL BASES OF MOVEMENTS
Competencies
 Analyze body parts in relation to function and movement
 Design fitness program for lifetime involvement
 Anatomy – is the branch of science that deals with the structure of the body parts, their forms and how they are
organized
 Physiology- the science that deals with the functions of the body parts-what they do and how they do it.
 Kinesiology – is that science that deals with the study of human motion
 Mechanics – is the area of scientific study concerned with the mechanical aspect of any system. This provides
accurate answers to what is happening, why it is happening, and to what extent it is happening
 Static - the study of factors associated with non-moving systems
 Dynamics – the study of factors associated with system in motion
 Kinematics – the study of the time and space factors of motion of a system
 Kinetics – the study of the forces acting on body that influence its movement
 Biomechanics- is the area of study wherein the knowledge and methods of mechanics are applied to the structure
and function of the living human system
The Human Body
“What is the Human Body really made of?”
•Cell – are the building blocks of the body. They are the smallest structure of the body that carries out complex
processes. Each cell contains a nucleus where the genetic material is stored. This coil-like structure is called
chromosomes that always comes in pair and are made up of a chemical called DNA (deoxyribonucleic acid) where the
genetic materials are stored. Each one of us has 46 chromosomes, from which 23 came from the father and 23 from the
mother. This made us unique from others.
•Tissue – are group of cells organized into layers or masses that have common function. Cells of different tissues vary
in size, shape, organization and function, those within each type are quite similar in function. The tissues of the human
body are of four major types
1.Epithelial – cover all body surfaces, line most internal organs, and are the major tissues of glands. The epithelial
cells reproduce readily that is why injuries to epithelium heals rapidly as new cells replace lost or damages ones.
Examples are the skin, stomach and intestine
2.Connective – binds structures, provide supports and protection, serves as frameworks, fill spaces, store fat, produce
blood cells, protect against infections and help repair tissue damage.

IT E HIT
•Organs – are groups of different tissues that form a complex structure with specialized functions like the skin,
skeleton, stomach, the heart, kidneys, intestine, muscles, brain, blood etc...
•Systems – are group of organs that function closely together that constitute the organism.
1.Skeletal system - consist of the bones, cartilage and ligaments that binds bones together. Without the frame to
support your body you would collapse, lose your shapes and be unable to move. This body frame is called skeleton.
2.Muscular system – consist of the different muscles all over the body. By the contraction and pulling of the skeletal
muscles, the muscles provide forces that cause the body to move. They also maintain posture and are the main source
of body heat. Your heart beating, your intestine and lungs working are made of muscles
3.Nervous system – consists of the brain, spinal cord, nerves and sense organs. Nerve cells within these organs use
electrochemical signals called nerve impulses that carries information between the brain and all parts of the body. The
sensory nerve carries signals to your brain from your senses telling what is happening around you. When the brain
decided what to do it sends signals along the other set of nerves – the motor nerves that makes your muscles work.
4.Circulatory system- consist the heart, the blood vessels and the blood. The blood is pumped all around your body by
the heart. It passes and transport blood through the blood vessels. Arteries used to transport blood away from the heart
while the veins transport blood towards the heart, while exchange of gases takes place in the tiny capillaries.
5.Respiratory System – consist of the air passages from the nose to the trachea or windpipes, bronchi, to the alveoli or
the air sacs of your lungs. The air that you breathe is made up of different gasses, mixed together, but the body only
needs one of them, oxygen to keep you alive.
6.Digestive system – consist of the mouth that breaks down the food into tiny bits. Then it travels down the esophagus
which is connected to the stomach where the digestive process is strongest. Then the food flows down the small
intestine. Food nutrients seep through the thin walls into the blood. The large intestine holds the food that the body
cannot digest. Later it passes out the body through the rectum.
7.Excretory System – the organs in several systems absorb and excrete various wastes. The digestive system excretes
undigested food through the rectum, the kidney removes waste from the blood in the form of urine. The respiratory
system gives out carbon dioxide as waste product while the skin gives out perspiration that even carries salt and fats.
8.Integumentary system – includes the skin and its various accessory organs such as the nails, hair, sweat glands, and
sebaceous glands. This system protects the underlying tissues, help regulate body temperature, house variety of sensory
receptors and synthesize certain products.
9.Reproductive system – Reproduction is the process of producing offspring. Cell reproduces when they divide and
give rise to new cells. The reproduction of an organism produces a whole new organism like itself. This consists of the
female organs vagina, uterus, ovary, egg and egg tube. The male organs include the penis, testes and bladder.
10.Lymphatic system - consist of the lymphatic vessels, lymph fluid, lymph nodes, thymus gland and spleen. This
system transports some of the tissue fluid back to the blood stream and carries certain fatty substance away from the
digestive organs. The cells of the lymphatic system are called lymphocytes. They defend the body against infection by
removing the disease-causing microorganisms and viruses from the tissue.
11.Endocrine system – includes all the glands that secrete chemical messengers called hormones that help control
conditions within the body. They are the pituitary, thyroid, parathyroid, adrenal, pancreas, ovaries, pineal glands and
thymus
ANATOMICAL TERMINOLOGIES
Relative Positions
The terms relative position described the location of one body part with respect to another which includes the
following:
•Superior means that a body part is above another part or is closer to the head.
(The thoracic cavity is superior to the abdominopelvic cavity).
•Inferior means that the body part is below another body part or is toward the feet.
(The neck is inferior to the head)
•Anterior (or Ventral) –means towards the front ( The eyes are anterior to the brain)
•Posterior (or Dorsal) – means towards the back ( The pharynx is posterior to the oral cavity)
•Medial – relates to the imaginary midline dividing the body into equal left and right halves. A body part is medial if it
is closer to the line than another part. T The nose is medial to the eyes)
•Lateral – means toward the side with respect to the imaginary midline. (The ears are lateral to the eyes)
•Proximal – describes a body part that is closer to a point of attachment or closer to the trunk to the trunk of the body
than other part. (The elbow is proximal to the wrist)

IT E HIT
•Distal – means that a particular part of the body id farther from the point of attachment or father from the trunk than
another part. (The fingers are distal to the wrist)
•Superficial – means situated near the surface (the epidermis is superficial to the layer of the skin). Peripheral also
means outward or near the surface.
•Deep – described part that is more internal. The dermis is the inner layer of the skin).
Body Section/ Planes
Observing the various locations and organization of the internal body parts requires cutting or sectioning the body
along various planes.
•Sagittal – refers to the lengthwise cut that divides the body into right and left portion. If the sagittal section passes
along the midline and divides the body into equal parts it is called median (midsagittal)
•Transverse (or Horizontal) – refers to the cut that divides the body into superior and inferior potion.
•Coronal (frontal or lateral) – refers to a section that divides the body into anterior and posterior portion
Types of Motion
Joints can move in many directions such as:

•FLEXION – is the act of bringing two bones closer
together which decrease the angle between two bones
•EXTENSION – is the act of increasing the angle
between two bones that results in straightening motion
•ABDUCTION – is the movement of an extremity
away from the midline (an imaginary line that divides
the body from head to toe
•ADDUCTION – is movement towards the midline
•CIRCUMDUCTION – a continuous motion from
flexion, extension, abduction, adduction and
hyperextension
•ROTATION – allows a bone to move around one
central axis. A pivot motion when you turn the head from side to side.
•PRONATION – the forearm turns the hand, so the palm is facing downward
•SUPINATION – turns the hand to face upward.
PHYSICS OF LIFE
Terminology
• MOTION is a change in position in

a certain amount of time.
• SPEED is the rate at which an object
moves. A speed that does not change is
called constant speed. Average speed is
the ratio of distance traveled
• VELOCITY is speed in a given direction
• ACCELERATION is the rate of change
in velocity.
• MOMENTUM Is equal to the mass of an
object and the velocity with which it is
traveling. All moving objects have
momentum and the more momentum an

IT E HIT
object has and the harder it is to stop. The total momentum of an object remains the same unless outside force act on it
the momentum lost by one object is gained by another (Conserved momentum)
•FORCE is either a push or a pull. It gives energy to an object causing it to start moving, stop moving or change
direction.
•FRICTION is a force that acts in a direction opposite to the motion of the moving object. Friction will cause a
moving object to slow down and finally stop.
•GRAVITY is the force of attraction that exists between all objects in the universe.
•WEIGHT is a measure of the of the force of gravity on an object. (gravitational force)
•MASS is a measure of the amount of matter in an object.
•PROJECTILE is a motion when objects are thrown or shot through the air which can either be horizontal or vertical.
•PRESSURE is a force that acts over a certain area.
•WORK is a product force applied to an object times the distance through which the force is applied
•POWER is the rate at which work is done
NEWTON’S LAW OF MOTION
Whenever you describe something that is moving, you are comparing it with something that is assumed to be
stationary. The Newton’s Law of Motion explains the principles of better performance.
First Law – An Object at rest remains at rest and an object in motion will remain in motion unless acted upon by an
outside force.
•Force is used any time an object begins moving, stops moving or change direction
•Force can slow down or make it move fast.
•Speed is a measure of how fast or how slow an object moves
•Speed changes when the motion of an object changes called acceleration.
Example: In serving volleyball, simply holding it with one hand will not put the ball in flight unless you hit it
forcefully with the other hand. And it will not return back unless another player hit back.
Second Law – The greater the mass of an object the greater the force is needed to accelerate it. The greater the force
given to an object the greater the acceleration
•This explains that the size of acceleration depends on the strength of the force and the mass of the object.
•Near Earth’s surface, gravity causes the falling object to accelerate, and all objects accelerate at the same rate
regardless of mass
•Air resistance acts in the opposite direction that in which the object is moving
•Any object thrown or shot horizontally or vertically through the air is called projectile. The horizontal velocity is
constant while the vertical velocity which is affected by gravity is accelerated.
•When an object moves along a circular path it is accelerated towards the center of the circle
•When an object is influenced only by gravity the object is said to be free fall so it should be free from gravity.
Third Law – For every action, there is an equal and opposite reaction.
•The forces in an action reaction pair are always equal in size and opposite in direction.
•All moving objects have momentum. The momentum of objects is the product of its mass and velocity.
•The total momentum of a set of objects is conserved unless a net force acts on the set.
Basic Fitness Components
There are two basic fitness components. These are the health-related and skill-related components. The health-related
fitness component pertains to the total functioning of the body. The skill-related fitness component refers to the quality
of movement of one’s skills.
Health-Related Fitness
1.Cardio-respiratory Endurance - The ability of the heart and the lungs to function efficiently and effectively over a
prolonged period of time.
• 3min-Step Test
2.Muscular Strength - The amount of force that particular muscle group can generate to work against resistance

IT E HIT
• Bent Knee Curl-ups

• Push–ups /Bent-Knee Arm Push-up
3.Muscular Endurance - It is the ability of a muscle group to perform minimum resistance in a maximum repetition
or to stabilize a fixed contraction (isometric) for a prolonged period of time.
• Flexed Arm Hang
4.Flexibility -It is defined as muscle suppleness to accommodate the full
range of motion available at a joint.
• Sit and Reach
5.Body Composition –This refers to the relative amount of fats and lean body tissue or fat free mass (muscle, bones
and water) that comprise the body.
• Skinfold Test
• BMI=Weight (kg)/ Height (m2)
.
Skill-Related Fitness
1. Balance - The process of orienting yourself in space which involve muscle

reflexes, visual cues and reaction time for the maintenance of equilibrium.
It can either is static or dynamic balance.
•Static balance- One-Leg-Balance (Closed Eyes)
•Dynamic balance – Leap and Pick
2.Coordination - The ability to shift smoothly the body or parts of the body from one motion or position to another.
•Wand Juggling
3. Agility - The ability to move the entire body accurately to a sudden change
of a direction.
•Shuttle Run
4. Speed - It is the ability of the body to perform any movements in the
shortest possible time.
•50-meter Sprint
5. Power - It is the ability to transform energy into an explosive force that will cause the body to move as fast or spring
about.
•Standing Long Jump
•Vertical Jump
6. Reaction Time - It is the time needed for a muscle group to move in response to a given stimulus called reflexes
•Ruler drop.
SOMATOTYPES
Endomorph
❖ A pear shaped body

❖ Wide hips and shoulders
❖ A lot fat on the body, upper
arms and thighs
Ideal Sports:
✓ Weight Lifting
✓ Wrestling
✓ Rowing
✓ Judo
➢ Easily gains and loses muscle

IT E HIT
Mesomorph
❖ A wedge shaped body

❖ Wide broad shoulders
❖ Muscled arms and legs
❖ Narrow hips
❖ A minimum amount of fat
Sports Benefits:
✓ Responds well to any cardio and
resistance training
✓ Excels in strength, agility and speed
✓ Can sustain low body fat levels
➢ Easily gains and loses fat
Ectomorph
❖ Narrow shoulders and hips

❖ A narrow chest and abdomen
❖ Thin arms and legs
❖ Little muscle and fat
Ideal Sports:
✓ Gymnastics
✓ Endurance Sports
➢ Takes a long time to gain fat and

muscle mass
Physical Activity and Exercise

 Filipino Pyramid Activity Guide

IT E HIT
 Benefits of Physical Activeness

- Aerobic Capacity
- Muscle Strength
- Muscle Endurance
- Muscle Strength
- Flexibility
- Body Composition
 Types of an Exercise Program
- Aerobic Exercise
- Resistance Exercise
- Flexibility Exercise
Exercise Program Design

 Principles of Exercise Training
a. Overload
b. Progression
c. Specificity
d. Individuality
e. Reversibility
 Steps in Designing Exercise Program

- Write SMART Goals
 FITT Principle
a. Frequency. Frequency is a key component of the FITT Principle.
b. Intensity. This is an extremely important aspect of the FITT Principle and is probably...
c. Time. The time you spend exercising is also an important part of the FITT Principle.
d. Type. Like time, the type of exercise you choose will have a big effect on...
 Parts of an Exercise Program
a. Warm-up
b. Exercise Load
c. Cool Down
Developing Personal Fitness Program
Determine Fitness Program Parameters

1. Get physical examination to identify any physical limitations
2. Figure out how much time you can devote to workouts
3. Think about the types of fitness activities you enjoy
4. Determine fitness goals

IT E HIT
Select Specific Physical Activities for Your Fitness Program

1. Choose your favorite cardio routine
2. Develop repertoire of strength-building routines
3. Develop combination of cardio and strength routines
Record Your Fitness Training Plan in Visual Format
1. Design a weekly exercise chart
2. Keep a list of substitute options
3. Keep a record of your progress
SKELETAL SYSTEM MUSCULAR SYSTEM
B. ATHLETICS, INDIVIDUAL, DUAL, AND COMBATIVE SPORTS
Competencies
 Evaluate playing skills and performances in actual game.
Individual/Dual Sports
Badminton

IT E HIT
A racquet sport played by either two opposing players (singles) or two opposing pairs (doubles). Players score points
by striking a shuttlecock with their racquet so that it passes over the net and lands in their opponents' half of the court.
A rally ends once the shuttlecock has struck the floor, or if a fault has been called by either the umpire or service judge
or, in their absence, the offending player, at any time during the rally.
History
Governing Body:
International Badminton Federation (IBF)
Olympics:
1992 Barcelona
Other information:
Badminton came from a child’s game called battledore and shuttlecock
The game is called “poona” now “pune” from the place of British Garrison Town
Facilities and Equipment
RACKETS
➢ Lightweight
➢ Weight: between 70 and 95 grams (2.4 to 3.3 ounces) not including grip or strings.
➢ carbon fiber composite (graphite reinforced plastic) to solid steel, which may be augmented by a variety of
materials.
STRINGS
➢ Thin, high performing strings
➢ Thicknesses: 0.62 to 0.73 mm
➢ Thicker strings are more durable, but many players prefer the feel of thinner strings.
➢ Tension: 80 to 160 N (18 to 36 lbf)
➢ Recreational: lower tensions 80 and 110 N

IT E HIT
➢ Professionals: 110 and 160 N
GRIP
➢ Build up the handle with one or several grips before applying the final layer.
➢ Synthetic grips or towelling grips.
➢ There are two main types of grip: replacement grips and overgrips.
➢ Replacement grips: thicker (adhesive)
➢ Overgrips: are thinner (less than 1 mm)
➢ Overgrips are more convenient for players who change grips frequently
SHUTTLECOCK
➢ open conical shape
➢ 16 overlapping feathers embedded into a rounded cork base
➢ Cork is covered with thin leather or synthetic material.
Strokes
Forehand
Backhand
Rules

IT E HIT
➢ 21 points wins the game. In club badminton, this is usually where you stop and choose players for the next
game.
➢ Serve from right, behind short serve line
➢ Server’s feet: stationary
➢ Receiver: can’t move until shuttle is contacted by server
➢ Shuttle may hit the net if it lands to the correct court
➢ Continuous and underhand
➢ Shuttle below waist and racket head below hand

IT E HIT
LET
➢ Replay point due to interference
➢ Receiver not ready
KEY TERMS
➢ Alley: space bet. Singles and doubles line
➢ Love: 0
➢ Match: series of games
➢ Rally: exchange of consecutive shots
Table Tennis
Also known as ping pong, is a sport in which two or four players hit a lightweight ball back and forth across a table
using a small, round racket.
Players must allow a ball played toward them only one bounce on their side of the table and must return it so that it
bounces on the opposite side.
History
Governing body:
International Table Tennis Federation (ITTF)
Olympics:
1988
Other info:
Similar to the game of Whiff-waff (Slazenger, British, 1900)
Adopted the game of Gossima (Jaques & Son, London, 1891, ping-pong) from David Foster’s 1890 patented version
Equipment and Facilities
BALL

IT E HIT
➢ 2.7 gram, 40 mm diameter

➢ 40 mm ball introduced after the 2000 Olympic-colored white or orange
TABLE
➢ The table is 2.74 m (9 ft) long, 1.52 m (5 ft) wide, and 76 cm (30 inch)
➢ Two halves by a 15.25 cm (6 inch) high net.
RACKET
➢ Blade: 6.5 inches (16.5 cm) long and 6 inches (15 cm) wide
Starting a game
➢ Coin toss, hide the ball, back & forth three times
Service and return
➢
Player serving the ball commences a play
➢
Open palm of the hand not carrying the paddle, called the freehand
➢
Tosses the ball directly upward without spin (16 cm (6.3 in) high.)
➢
Touch server’s court and then touches directly the receiver's court without touching the net assembly
➢
Must be tossed and remain behind the endline and above the upper surface of the table, known as the playing
surface
➢ Cannot obstruct sight of the ball
LET
➢ Rally of which the result is not scored
➢ The ball touches the net in service and falls to receiving side
➢ When the player on the receiving side is not ready and the service is delivered.
➢ Interrupted by the umpire or assistant umpire.
GAME

IT E HIT
11 points ore 2 point lead

MATCH
A match shall consist of the best of any odd number of games
WRONG SERVER
Umpire will correct the server
Grips
PENHOLD
➢ Hold like a writing instrument
➢ Chinese penhold: curling middle, ring, and fourth finger on the back of the blade with the three fingers always
touching one another (round racket head)
➢ Japanese/Korean penhold: splaying those three fingers out across the back of the racket, with all three fingers
touching the back of the racket, rather than stacked upon one another (square-headed racket)
➢ One side of the racket to hit the ball during normal play, and the side which is in contact with the last three
fingers is generally not used
SHAKEHAND
➢ as if one is performing a handshake
➢ "tennis" or "Western" grip
SEEMILLER
➢ Named after American, Danny Seemiller
➢ Place your thumb and index finger on either side of the bottom of the racquet head and holding the handle with
the rest of your fingers
➢ Paired inverted rubber with anti-spin rubber
➢ Exceptional for blockingballs
Strokes
OFFENSIVE STROKES DEFENSIVE STROKES SPINS
Hit Push Backspin
Loop Chop Topspin
Counter-hit Block Sidespin
Flick Lob Corkspin
Smash
Tennis

IT E HIT
“A racquet sport that can be played individually. Each player uses a racquet that is strung with cord to strike a hollow
rubber ball covered with felt over or around a net and into the opponent's court. The object of the game is to play the
ball in such a way that the opponent is not able to play a good return. The opponent who is unable to return the ball
will not gain a point, while the opposite opponent will.”
History
Where: Birmingham, England
When: late 19th century as "lawn tennis”
Governing Body:
The International Tennis Federation (ITF)
Olympics:
1896 Olympia, Greece
5 types of court :
Wood, Carpet, Clay, Grass and Hard
Equipment and Facilities

RACQUETS
➢ Handle, known as the grip, connected to a neck which joins a roughly elliptical frame that holds a matrix of
tightly pulled strings.
➢ The hitting area must be flat and generally uniform.
➢ The frame of the hitting area may not be more than 29 inches in length and 12.5 inches in width.
BALLS
➢ Hollow rubber with a felt coating
➢ Optic yellow (20th century)
➢ Diameter: 65.41-68.58 mm (2.575-2.700 inches)
➢ Weight: between 56.0 and 59.4 grams (1.975-2.095 ounces)
VIBRATION DAMPERS
➢ Interlaced in the proximal part of the string array for improved feel
ABSORBENT
➢ Rubber-like materials for handles to improve the players' grip.
TENNIS SHOES
➢ Wide, flat soles for stability and a built-up front structure to avoid excess wear

IT E HIT
GAME
➢ Won by the first player to have won at least four points in total and at least two points more than the opponent
➢ Scores from zero to three points are described as "love", "fifteen", "thirty", and "forty" respectively.
➢ Not "forty-forty", but rather as "deuce“
➢ one more point than his opponent, "advantage“
➢ Serving player's score first to announce
SET
➢ Wins a set by winning at least six games and at least two games more than the opponent.
➢ If one player has won six games and the opponent five, an additional game is played.
➢ If the leading player wins that game, the player wins the set 7–5. If the trailing player wins the game, a tie-
break is played.
➢ A tie-break, played under a separate set of rules, allows one player to win one more game and thus the set, to
give a final set score of 7–6.
MATCH
➢ Consists of a sequence of sets.
➢ The outcome is determined through a best of three or five sets system
➢ Men play best-of-five-set matches
➢ Women play best-of-three-set matches at all tournaments
UMPIRE
➢ Has absolute authority

IT E HIT
➢ Is helped by the line judges and the new judge
Billiards
Pool- eight-ball (the world's most widely played cue sport), nine-ball, ten-ball, straight pool, one-pocket and bank pool.
“billiard" from word billart or billette, meaning "stick”
Since: 1893 at the latest.
2005 World Games, held in Duisburg, Germany,
2006 Asian Games also saw the introduction of a "Cue sports" category
American-style pool balls: 57 mm (2 1⁄4 in), seven solids and seven stripes, 8 ball and a cue ball
English billiard tables:12 feet (3.7 m) long
A rack organizes billiard balls at the beginning of a game (triangular in shape)
A cue is usually either a one piece tapered stick or a two-piece stick divided in the middle by a joint of metal or
phenolic resin
Athletics
All events within the sport are forms of running, walking, jumping or throwing. These events are divided into the sub-
sports of track and field, road running, race-walking and cross country running.
History
When: Ancient Olympic Games Rome- 776 BC
What: athlētēs ("combatant in public games")
From: (athlon, "prize") or
(athlos, "competition")
Amateur Athletic Association (AAA) -England in 1880 as the first national body for the sport of athletics
Governing body:
International Association of Athletics Federations (IAAF) 1912
Olympics:
1896 Athens, Greece
Paralympics: 1960
Running Events
SPRINTS
MIDDLE DISTANCE

IT E HIT
LONG-DISTANCE EVENTS
HURDLING
OUTDOOR TRACK
➢ 400 m length
➢ 8 lanes, 1.22 m width
➢ covered by a synthetic weather-resistant running surface, rubber bound by polyurethane or latex resins.
INDOOR TRACK
➢ 200 meters in length
➢ 4 and 8 lanes, 0.90 - 1.10m width
Sprints
100-meter dash
Fastest man
Usain Bolt (9.58 seconds) Jamaican
- first man to win 6 Olympic gold medals
- eight-time World champion
- first to achieve a "double double" by winning 100 m and 200 m titles at consecutive Olympics (2008 and 2012)
Fastest woman in 2012 Olympics

Shelly-Ann Fraser-Pryce(10.70 sec) Jamaican
- First Caribbean woman to win 100 m gold at the Olympics. In 2012, she successfully defended her 100m title,
becoming the third woman to win two consecutive 100m events at the Olympics.
Fastest woman of all time

Florence Delorez Griffith Joyner (10.49 sec) American
- World records she set in 1988 for both the 100 m and 200 m still stand and have yet to be seriously challenged.
- Retired 1988

IT E HIT
60 meter (1900-1904)
Men’s event
200 meter
Begins on the curve and ends on the home straight.
400-meter dash
Exactly one lap around the track.
Runners start in staggered positions and race in separate lanes for the entire course.
Sprint - Relay
4 × 100 meters relay or sprint relay
- Run in lanes over one lap of the track with four runners completing 100 meters each.
- The first runners: staggered start.
- A relay baton is carried by each runner and must be passed within a 20 m changeover box (10m earliest point)
- Dropping the baton leads to disqualification
Long - Relay
4 × 400 meters relay
- Traditionally the final event of a track meet.
- Unlike the 4 × 100 m relay, runners in the 4 × 400 typically look back and grasp the baton from the incoming
runner, due to the fatigue of the incoming runner, and the wider margins allowed by the longer distance of the
race.
Middle-distance
800-meter run
- Shortest common middle-distance running event.
- The 800 meters is run over two laps of the track (400 meter track) and has been an Olympic event since the
first games in 1896.
- David Rudisha (Kenya) 1:40.91 2012 London
- Jarmila Kratochvilova (Czechoslovakia) 1:53.28 1982 Munich
1500-meter run
The foremost middle distance track event in athletics.
3000-meter run (1984-1992)
Contested whether it should be in the middle- distance or long-distance category.
7.5 laps are completed around an outdoor 400 m track or 15 laps around a 200 m indoor track.
Long-distance
5000-meter run
Distance race that demands a great deal of aerobic endurance. Whilst speed is necessary, tactics also play a key role,
and the combination makes it attractive to many.
10,000-meter run
Longest standard track event

IT E HIT
-Kenenisa Bekele (26:17.53) Ethiopia 2005 Brussels

-Junxia Wang (29:31.78) China 1993 Beijing
Long-distance Road Race

Marathon
- The race distance varied from 40 km to 42 kilometers (26 mi)
- The 1908 London Olympics marked the introduction of the now standard distance of 26 miles, 385 yards
(42.195 km).
- However, it was not until the 1924 Paris Olympics that this distance became the standard at the Olympics.
20-kilometer race walk

The racewalking event is competed as a road race. (20 kilometres is 12.4274 miles)
Athletes must always keep in contact with the ground and the supporting leg must remain straight until the raised leg
passes it.
50-kilometer race walk
Men’s event only
Hurdling
100-meter hurdles
- Women only
- Ten hurdles: 83.8 centimetres (2.75 ft)
- They are positioned so that they will fall over if bumped into by the runner, but weighted so it is
disadvantageous.
- Fallen hurdles don't count against runners so long as they don't run into them on purpose.
- begins with athletes in starting blocks
400-meter hurdles
On a standard outdoor track, 400 meters is the length of the inside lane once around the stadium.
Runners stay in their lanes the entire way after starting out of the blocks and must clear ten hurdles that are evenly
spaced around the track.

IT E HIT
Obstacle Course
3,000-meter steeplechase
- 28 barriers and 7 water jumps
- A 2,000 meters steeplechase has 18 barriers and 5 water jumps
- Water jump is placed inside the turn, shortening the lap, or outside the turn, lengthening the lap.
Jumping Events
POLE VAULTING
HIGH JUMP
LONG JUMP
TRIPLE JUMP
Pole Vaulting
Pole vaulting
- Use of long, flexible pole (which today is usually made either of fiberglass or carbon fiber) as an aid to jump
over a bar.
- One of the four major jumping events in athletics
High jump
- Jump unaided over a horizontal bar placed at measured heights without dislodging it
- Fosbury Flop method of jumping, leaping head first with their back to the bar.
- Run at angles of about 30 to 40 degrees.
- A slower run requires about 8 strides.
- Faster high jumper might need about 13 strides.

IT E HIT
Long Jump
Long jump
- historically called the broad jump
- Combine speed, strength, and agility in an attempt to leap as far as possible from a take off point.
- Jump from any point behind the foul line
- Distance measured will always be perpendicular to the foul line to the nearest break in the sand caused by any
part of the body or uniform.
Triple Jump
Triple jump
- Referred to as the hop, step and jump or the hop, skip and jump
- The competitor runs down the track and performs a hop, a bound and then a jump into the sand pit.

IT E HIT
Throwing Events
SHOT PUT
JAVELIN
DISCUS
HAMMER
Shot put
Shot put
Event involving "throwing"/"putting" (throwing in a pushing motion) a heavy spherical object —the shot—as far as
possible. Same weight as a bowling ball (16 lbs)
Legal throw:
➢ Upon calling the athlete's name, they have sixty seconds to commence the throwing motion.
➢ The athlete may not wear gloves
Legal throw:
➢ Rest the shot close to the neck, and keep it tight to the neck throughout the motion
➢ Shot must be released above the height of the shoulder, using only one hand
➢ Must not touch the top or outside of the circle or toeboard.


IT E HIT
Foul throws occur when an athlete:

➢ Allows the shot to drop below his shoulder or outside the vertical plane of his shoulder during the put.
➢ Throws a shot which either falls outside the throwing sector or touches a sector line on the initial impact.
➢ Leaves the circle before the shot has landed.
Javelin
Javelin throw
➢
Javelin, a spear about 2.5 m (8 ft 2 in), is thrown.
➢
The javelin thrower gains momentum by running within a predetermined area.
➢
The javelin must be held at its grip and thrown overhand, over the athlete's shoulder or upper arm.
➢
Instead of being confined to a circle, javelin throwers have a runway 4 m (13 ft) wide and at least 30 m (98 ft)
in length, ending in a curved arc from which their throw will be measured
➢ The competitor may not leave the throwing area (the runway) until after the implement lands.
MEN'S JAVELIN: (800 grams (1.76 lb)
WOMEN'S JAVELIN: (600 grams (1.32 lb)
Discus
Discus throw
➢ Athlete throws a heavy disc—called a discus—in an attempt to mark a farther distance than his or her
competitors.
➢ Ancient sport, as demonstrated by the fifth-century B.C.Myron statue, Discobolus.
HEAVY LENTICULAR DISC:
Men's event
Weight: 2 kilograms (4.4 lb)
Diameter: 0.219 m (0 ft 81⁄2 in)
Women's event
Weight: 1 kilogram (2.2 lb)
Diameter: 0.180 m (0 ft 7 in)

IT E HIT
➢ To make a throw, the competitor starts in a circle of 2.5 m (8 ft 21⁄4 in) diameter, which is recessed in a
concrete pad by 20 mm.
➢ The thrower typically takes an initial stance facing away from the direction of the throw.
➢ He then spins anticlockwise (for right-handers) around one and a half times through the circle to build
momentum, then releases his/her throw.
➢ The discus must land within a 34.92-degree sector.
Hammer
Hammer Throw
➢ Men's hammer weighs 16 pounds (7.257 kg) and measures 3 feet 11 3⁄4 inches (121.5 cm) in length
➢ Women's hammer weighs 8.82 lb (4 kg) and 3 feet 11 inches (119.5 cm) in length.
➢ The throwing motion involves two swings from stationary position, then three or four rotations of the body in
circular motion using a complicated heel-toe movement of the foot.
COMBINED EVENTS
HEPTATHLON
DECATHLON
Heptathlon
➢ Made up of seven events
IT E HIT
➢ Greek hepta (seven) and athlon (contest)

➢ Heptathlete
➢ Men's heptathlon is older and is held indoors
➢ Women's is held outdoors and was introduced in the 1980s, first appearing in the Olympics in 1984.
Decathlon
➢ Made up of 10 events
➢ Greek origin, (déka, meaning "ten") and (áthlos, or ἄθλον, áthlon, meaning "feat")
➢ Winners are determined by the combined performance in all
➢ Performance is judged on a points system in each event, not by the position achieved.
➢ The decathlon is contested mainly by male athletes, while female athletes typically compete in the heptathlon.
WOMEN’S DECATHLON
DAY 1 DAY 2
100 meters 100 meter hurdles
Discus throw Long Jump
Pole vault Shot put
Javelin throw High Jump
400 meters 1500 meters
MEN’S DECATHLON
DAY 1 DAY 2
100 meters 110 meter hurdles
Long Jump Discus Throw
Shot Put Pole Vault
High jump Javelin Throw
400 meters 1500 meters
Combat Sports
Arnis

IT E HIT
Hand-to-hand combat: Stick fighting

Description: Self-defense
Country of origin: Philippines
Invented by: Remy Presas
Origin: Eskrima, Judo, Karate
Olympic sport: No
Characteristics: rattan stick, called a cane or baston (baton) 28 inches (71 cm) in length
Republic Act No. 9850: ARNIS AS THE NATIONAL MARTIAL ART AND SPORT OF THE PHILIPPINES
Ranking system:
10 or 11 black belt ranks in Modern Arnis, depending on the organization
Numbered in Tagalog: Isa - Labing- isa
Men- rank is referred to as Lakan (nobleman)
Women - referred to as Dayang (lady)
Largo mano yantok: longer stick ranging from twenty-eight to thirty-six inches
PLAYING AREA
Dimensions: square 8 x 8 with two meters minimum free zone around it
Lines: 5.08 cm (2 inches) different color from that of the floor and other lines
Horizontal match line: left - red
Opposite horizontal match: right - blue
TEMPERATURE
Outdoor: not below 25 degrees Celsius
Indoor: not be higher than 25 degrees Celsius and lower than 16 degrees Celsius
POSITION
Players must be positioned in the playing area so that the red-coded player is at the right side of the referee and the
blue-coded player is on his left side
WEAPON
Padded stick: foam-cushioned
Grip diameter: not more than 3.81 cm.
(1 1/2 inch)
Length: 76.20 cm (30 in for men and women) ,
(27 in for boys and girls)

IT E HIT
Color-coded: one red and the other blue
BODY PROTECTOR
Head gear, Body protector, groin protector,
Forearm, shin guard
Two sets of red and blue flags, the size of which is 30 cm by 25 cm, are used by the judges in declaring decisions or
asking for consultations.
One yellow flag, size 30 cm by 25 cm. for timer’s use to signal the start and the end of each round and to declare a
time-out and resumption of the game.
Boxing
➢
Throwing punches with gloved hands against another opponent
➢
Ancient Greeks as an Olympic game as early as 688 BC.
➢
In 2004, ESPN ranked boxing as the most difficult sport in the world
➢
Supervised by a referee over a series of one- to three-minute intervals called rounds. (12 formerly 15)
➢The result is decided when an opponent is deemed incapable to continue by a referee, is disqualified for
breaking a rule, resigns by throwing in a towel, or is pronounced the winner or loser based on the judges'
scorecards at the end of the contest.
Standard ring: 16 and 25 feet (4.9 and 7.6 m) to a side between the ropes with another 2 feet (0.61 m) outside.
Posts: 5 feet (1.5 m).
Ropes: 1 inch (25 mm) in diameter
Raised up: 5 feet (1.5 m) at heights of 18, 30, 42, and 55 inches (.46, .76, 1.07, and 1.37 m)
TAEKWONDO
Founder: Choi Hong Hi in Korea (1940’s)
Olympics: event since 2000
Origin: Korean Taekyyon and Japanese Karate
Two main branches of taekwondo :
Traditional taekwondo & Sport taekwondo
The WTF was founded in 1973

The scoring system is:
1 Point for: Punch or kick to the body.
2 Points for: Any kicks to the head.
3 Points for: Any turning kick to the head.
The competition area may vary between 10x10 meters or 10x10 meters in international championships.
JUDO
Meaning: "gentle way"

IT E HIT
Founder: Jigoro Kano - Japan in 1882

Objective is to either throw or takedown an opponent to the ground, immobilize or otherwise subdue an opponent with
a pin, or force an opponent to submit with a joint lock or a choke
AIKIDO
Founder: Morihei Ueshiba
Aikido -"the Way of unifying (with) life energy“
1920’s
Goal: defend themselves while also protecting their attacker from injury
Techniques: throws and joint locks
The word "aikido" is formed of three kanji:
– ai – joining, unifying, combining, fit
– ki – spirit, energy, mood, morale
– dō – way, path
C. AQUATICS
Competencies
 Identify scientific swimming skills

 Apply water safety and life-saving skills
Aquatic Sports:
➢ Swimming
➢ Diving
➢ Synchronized swimming
➢ Water polo
➢ Open water swimming
History
Who: Nikolaus Wynmann
German professor of language wrote
they first swimming book
When: 1578; Recorded since pre-historic
times (stone age)-7000 years ago
Governing body:
Fédération internationale de natation (FINA)

IT E HIT
1908
Olympics:
1904 St. Louis, Missouri, USA
Other info:
Competitive swimming in Europe started 1800 (breaststroke)
What is a Swimming Stroke?

A swimming stroke is a method of moving the arms and legs to push against the water and propel the swimmer
forward.
Swimming strokes should create the least possible water resistance. When swimming, there
should be a minimum of splashing so that forward motion is smooth and not jerky.
Types of Swimming Strokes
• Butterfly
 The most difficult and exhausting stroke.

 The body is in a prone position.
 Involves the dolphin kick with a windmill-like movement of both arms in unison.
 When swimming competitively, the swimmer must not swim underwater. The only time a swimmer can swim
underwater is the first stroke after the start and each turn.
• High Elbow Catch
• Breast Stroke

 Involves frog kicking alternates with a simultaneous movement of the arms from a point in front of the head to
shoulder level.
 When swimming competitively, the swimmer's head must be kept above the surface of the water at all times.
• Power stroke
• Crawl
o Front or Back

IT E HIT

 Involves alternating overarm strokes and the flutter kick.
 The head remains in the water, the face alternating from side to side.
• Sidestroke
 Involves a forward underwater stroke with the body on one side and a scissors kick.
• Trudgen
 Named after an English swimmer whose speed made it famous.

 Involves alternate overarm strokes in a prone position, with a scissors kick and the head remains on one side.
• Freestyle
 Swimming where any stroke is used.

 When swimming competitively, only 15 meters can be spent underwater from the
 start or from each turn.
• Backstroke
 Involves alternate over-the-head arm strokes and a flutter kick in a supine position.
 When swimming competitively, only 15 meters can be spent underwater from the start or from each turn.
• Dig Paddle
 One of the simplest strokes.
 Involves reaching forward with the arms underwater and using a modified flutter kick.
Safety Advice on How to Avoid Shark Attack
Do not enter the water when the shark warning flag and red flag are hoisted.
Even when no shark warning flag is hoisted, please observe the following advice:
1. Do not swim alone.
2. Do not swim at dawn, at dusk or at night.
3. Do not swim if you are bleeding or have any open wound.
4. If schooling fish start to behave erratically or start to congregate in unusually numbers, leave the water.
IT E HIT
5. If a large fish is sighted in the area, leave the water as quickly and calmly as possible.
6. In case of emergency, please follow the instruction of the lifeguards.
7. Swim within the red boomline of the beach and keep away from the shark prevention nets.
8. In case of sighting of shark or shark-like object, please dial 999 immediately.
As always, call for help before beginning these important first aid emergency measures.
Mouth-to-mouth resuscitation for a drowning victim.

1. Turn the drowning person's head to the side, allowing any water to drain from her mouth and nose. Turn the
head back to the center.
2. Begin mouth-to-mouth resuscitation on land, if possible, or in the water if the person needs immediate life-and-
death measures.
3. Strongly breathe four times into the mouth of the injured person as you pinch her nose. This helps air get past
any water that is clogging the breathing passageways and the lungs.
4. After four strong breaths, put your ear near the mouth and watch the chest for breathing movement.
5. Check the pulse for signs of life.
6. Repeat the cycle.
D. TEAM SPORTS
Competencies
 Evaluate playing skills and performances in actual playing games
TEAM SPORTS
BASKETBALL
Basketball is played by 2 teams of 5 players each. The aim of each team is to score in the opponents' basket
and to prevent the other team from scoring. The game is controlled by the officials, table officials and a
commissioner, if present.
HISTORY Who: Dr. James Naismith
About: An instructor at the Young Men's
Christian Association (YMCA)
When: 1891
Where: Springfield, Massachusetts, U.S.A.
GOVERNING BODY Fédération Internationale de Basketball (FIBA)

Olympics:
1936 Summer Olympics (Berlin)

IT E HIT
EQUIPMENT AND FACILITY
Ball Sizes:
PLAYERS
1 Point Guard (PG)
2 Shooting Guard (SG)
3 Small Forward (SF)
4 Power Forward (PF)
5 Center (C)
BASIC SKILLS Dribbling
Top point guards dribble and control the ball as if it were on a string.
Good technique is critical for a ball handler. You should dribble with
your fingertips rather than your palm. Dribble with your head up so
you can see the opposition and your teammates. Keep your body low
and use your off-ball hand to help keep your defender at bay. Work
on dribbling with both hands, so you'll be as comfortable going to
your left or your right.
Passing
Great passers can see the whole court and anticipate where a
teammate will go and what a defender will do. Mastering the basics is
the place to start. Develop a two-hand chest pass, bounce pass and
overhead pass so you can deliver the ball to your teammates in the
best position for them to shoot or beat their defender. Steve Nash or
Derrick Rose can dazzle you with a behind-the-back or a no-look
pass. But those moves are not just for show; they provide a teammate
the best chance to score.

IT E HIT
Shooting
It's difficult to score if you can't shoot the ball effectively. As Better
Basketball Coaching explains, shooting is something of an art form,
and some players, such as Kevin Durant and Ray Allen, have a knack
for it. But everyone can improve their shooting through proper
technique and lots of practice. Proper technique includes squaring
your body up to the target, shooting the ball with your fingertips,
keeping your elbows from flying, putting backspin and arc on the shot
and following through completely after letting the ball fly.
Rebounding
Although it helps to be tall and have jumping ability, rebounding is a

matter of desire as well as ability. Charles Barkley was relatively
small for a forward, but he was an outstanding rebounder. He had the
ability to determine where an errant shot was likely to fall, the
willingness to crash the boards relentlessly and the strength to block
out taller opponents. Blocking out your opponent -- also called boxing
out -- is one of the keys to good rebounding. To do it effectively,
maintain your concentration and focus.
Defense
Even the best scorers go into shooting slumps. But you can always
play good defense if you hustle and understand both individual and
team defense. When you are defending a player, keep you head lower
than his. Stay close enough to the offensive player to bother him --
but not so close he can blow by you with one step. Know your
opponent's tendencies so you can dictate the direction you want him
to move. Be aware of the other players on the court, so you can play
help defense when a teammate loses his man.
RULES AND REGULATIONS Fouls and Violations
FOULS
Personal fouls: Personal fouls include any type of illegal physical

contact.
Hitting
Pushing
Slapping
Holding
Illegal pick/screen -- when an offensive player is moving. When an
offensive player sticks out a limb and makes physical contact with a
defender in an attempt to block the path of the defender.
Personal foul penalties: If a player is shooting while a being fouled,

then he gets two free throws if his shot doesn't go in, but only one free
throw if his shot does go in.
Three free throws are awarded if the player is fouled while shooting
for a three-point goal and they miss their shot. If a player is fouled
while shooting a three-point shot and makes it anyway, he is awarded
one free throw. Thus, he could score four points on the play.
Inbounds. If fouled while not shooting, the ball is given to the team
the foul was committed upon. They get the ball at the nearest side or
baseline, out of bounds, and have 5 seconds to pass the ball onto the

IT E HIT
court.
One & one. If the team committing the foul has seven or more fouls in
the game, then the player who was fouled is awarded one free throw.
If he makes his first shot, then he is awarded another free throw.
Ten or more fouls. If the team committing the foul has ten or more
fouls, then the fouled player receives two free throws.
Charging. An offensive foul that is committed when a player pushes

or runs over a defensive player. The ball is given to the team that the
foul was committed upon.
Blocking. Blocking is illegal personal contact resulting from a

defender not establishing position in time to prevent an opponent's
drive to the basket.
Flagrant foul. Violent contact with an opponent. This includes

hitting, kicking, and punching. This type of foul results in free throws
plus the offense retaining possession of the ball after the free throws.
Intentional foul. When a player makes physical contact with another

player with no reasonable effort to steal the ball. It is a judgment call
for the officials.
Technical foul. Technical foul. A player or a coach can commit this

type of foul. It does not involve player contact or the ball but is
instead about the 'manners' of the game. Foul language, obscenity,
obscene gestures, and even arguing can be considered a technical
foul, as can technical details regarding filling in the scorebook
improperly or dunking during warm-ups.
VIOLATIONS
Walking/Traveling. Taking more than 'a step and a half' without

dribbling the ball is traveling. Moving your pivot foot once you've
stopped dribbling is traveling.
Carrying/palming. When a player dribbles the ball with his hand too
far to the side of or, sometimes, even under the ball.
Double Dribble. Dribbling the ball with both hands on the ball at the
same time or picking up the dribble and then dribbling again is a
double dribble.
Held ball. Occasionally, two or more opposing players will gain

possession of the ball at the same time. In order to avoid a prolonged
and/or violent tussle, the referee stops the action and awards the ball
to one team or the other on a rotating basis.
Goaltending. If a defensive player interferes with a shot while it's on

the way down toward the basket, while it's on the way up toward the
basket after having touched the backboard, or while it's in the cylinder
above the rim, it's goaltending and the shot counts. If committed by an
offensive player, it's a violation and the ball is awarded to the
opposing team for a throw-in.
Backcourt violation. Once the offense has brought the ball across the
mid-court line, they cannot go back across the line during possession.

IT E HIT
If they do, the ball is awarded to the other team to pass inbounds.
Time restrictions. A player passing the ball inbounds has five

seconds to pass the ball. If he does not, then the ball is awarded to the
other team. Other time restrictions include the rule that a player
cannot have the ball for more than five seconds when being closely
guarded and, in some states and levels, shot-clock restrictions
requiring a team to attempt a shot within a given time frame.
BASEBALL
The object of the game is to score more runs (points) than the other team by batting (hitting) a ball into play
and running around the bases, touching each one in succession.
HISTORY Who: Farragut Boat Club – George Hancock; Walter Hakanson

About: Football fans, YMCA Official
When: 1887; 1926
Where: Chicago
GOVERNING BODY Federación Internacional de Softbol (ISF)

Olympics:
1996 (Georgia, USA) – 2008 (Beijing)
BALL: 10 to 12 inches (28 to 30.5 centimeters) in circumference

BAT: 34 long, 28 ounces weight
The infield in softball is smaller than in baseball; BASE: each 60 ft
(18 m) from the next, as opposed to baseball's 90 ft. (27 m)
GLOVES: anyone can use
MITTS: catcher and first baseman
BODY PROTECTOR: (skin guard) catcher
PITCHER’S PLATE: rubber 24 long, 6 width

IT E HIT
PLAYERS Pitcher
Catcher
First baseman
Second baseman
Third baseman
Shortstop
Outfielders:
left fielder
center fielder
right fielder
BASIC SKILLS
Throwing- most basic skill in baseball and softball that allows the
team to prevent their opponents from touching the bases or even
earning points or runs. This skill requires arm strength, balance, and
timing.
Pitching- It is performed by a pitcher, and is a skill that puts the game

to play. As one of the key players in baseball or softball, the pitcher is
positioned at the center or field called diamond.
Hitting/Batting-It is an offensive skill used to strike the pitched ball

using a bat.
Catching- Defensive skill used to receive a thrown ball and hold a

base runner or batter from proceeding or preventing them from
earning a point.
Base running/ running – Mastering this skill will allow a player to

advance from one base to the other with full speed agility.
RULES AND REGULATIONS Duration

A standard game lasts 7 innings. Each inning is divided into a top and
bottom half with each team having a turn at bat. The visiting team

IT E HIT
bats the first half (or top) of each inning, and the home team bats the
second half (or bottom) of the inning. A half inning is completed
when the batting team gets 3 outs. If the score is tied at the end of 7
innings, extra innings are played until there is a winner.
If the home team is ahead going into the bottom of the 7th inning,
there is no need for them to come up to bat, so the game is usually
called at that time.
Youth Softball Rules
Scoring
Softball scoreboards
The team that scores the most runs is the winner. A run is scored
when a base runner rounds all of the bases by stepping on each one in
order from 1st, 2nd, 3rd, and crosses home plate.
If the ball is hit over the outfield fence in fair territory, it is considered
a home run and the batter has a free trip all the way around the bases
until she crosses home plate.
Grand slam - A home run that's hit with the bases loaded (runners on
every base.) All of the base runners round the bases and go home for a
total of 4 points.
Putting Players Out
A batter is out if:
she hits the ball and it's caught while it's in the air, which is known as
a fly ball (even if it's caught in foul territory.)
she gets 3 strikes.
A runner is out if:
she is hit by a batted ball while off a base.
a fielder tags her with the ball when she is not touching a base.
she runs more than 3 feet out of the baseline to avoid being tagged.
a fielder with the ball tags a base at which there is a force play before
the forced runner reaches the base.
she fails to tag up and is thrown out.
she runs past a base runner that's ahead of her.
Double play - When 2 players get out on the same play.

Triple play - When 3 players get out on the same play.
Force play - When a batter hits the ball and runs to 1st base, she
forces the runner on 1st base to move to 2nd base. If there's also a
runner on 2nd, she must move to 3rd base, and if there's also a runner
on 3rd base, she must run home. A runner is out if she is tagged by a
fielder before reaching the base she is forced to run to or if a fielder
with a ball touches the base before she gets there.
Steal - When a runner runs to the next base without the ball being hit.
The runner may not leave the base until after the pitcher releases the
ball. The runner is out if she is tagged with the ball before reaching
the base.
Tagging up - When a fielder catches a fly ball, a runner cannot leave
the base until after the ball hits the fielder's glove. If she leaves the
base too early, she has to go back and touch the base before she can
run to the next base. If the ball gets to her base before she returns to
tag up, she is out.
BASEBALL
The object of the game is to score more runs (points) than the other team by batting (hitting) a ball into play
and running around the bases, touching each one in succession.
HISTORY Who: Farragut Boat Club – George Hancock; Walter Hakanson

IT E HIT
About: Football fans, YMCA Official

When: 1887; 1926
Where: Chicago
GOVERNING BODY Federación Internacional de Softbol (ISF)

Olympics:
1996 (Georgia, USA) – 2008 (Beijing)
BALL: 10 to 12 inches (28 to 30.5 centimeters) in circumference

BAT: 34 long, 28 ounces weight
The infield in softball is smaller than in baseball; BASE: each 60 ft
(18 m) from the next, as opposed to baseball's 90 ft. (27 m)
GLOVES: anyone can use
MITTS: catcher and first baseman
BODY PROTECTOR: (skin guard) catcher
PITCHER’S PLATE: rubber 24 long, 6 width

IT E HIT
PLAYERS Pitcher
Catcher
First baseman
Second baseman
Third baseman
Shortstop
Outfielders:
left fielder
center fielder
right fielder
BASIC SKILLS
Throwing- most basic skill in baseball and softball that allows the
team to prevent their opponents from touching the bases or even
earning points or runs. This skill requires arm strength, balance, and
timing.
Pitching- It is performed by a pitcher, and is a skill that puts the game

to play. As one of the key players in baseball or softball, the pitcher is
positioned at the center or field called diamond.
Hitting/Batting-It is an offensive skill used to strike the pitched ball

using a bat.
Catching- Defensive skill used to receive a thrown ball and hold a

base runner or batter from proceeding or preventing them from
earning a point.
Base running/ running – Mastering this skill will allow a player to

advance from one base to the other with full speed agility.
RULES AND REGULATIONS Duration

A standard game lasts 7 innings. Each inning is divided into a top and
bottom half with each team having a turn at bat. The visiting team
bats the first half (or top) of each inning, and the home team bats the
second half (or bottom) of the inning. A half inning is completed
when the batting team gets 3 outs. If the score is tied at the end of 7
innings, extra innings are played until there is a winner.
If the home team is ahead going into the bottom of the 7th inning,
there is no need for them to come up to bat, so the game is usually
called at that time.
Scoring
Softball scoreboards
The team that scores the most runs is the winner. A run is scored
when a base runner rounds all of the bases by stepping on each one in
order from 1st, 2nd, 3rd, and crosses home plate.
If the ball is hit over the outfield fence in fair territory, it is considered
a home run and the batter has a free trip all the way around the bases
until she crosses home plate.
Grand slam - A home run that's hit with the bases loaded (runners on
every base.) All of the base runners round the bases and go home for a
total of 4 points.
Putting Players Out
A batter is out if:
she hits the ball and it's caught while it's in the air, which is known as

IT E HIT
a fly ball (even if it's caught in foul territory.)

she gets 3 strikes.
A runner is out if:
she is hit by a batted ball while off a base.
a fielder tags her with the ball when she is not touching a base.
she runs more than 3 feet out of the baseline to avoid being tagged.
a fielder with the ball tags a base at which there is a force play before
the forced runner reaches the base.
she fails to tag up and is thrown out.
she runs past a base runner that's ahead of her.
Double play - When 2 players get out on the same play.

Triple play - When 3 players get out on the same play.
Force play - When a batter hits the ball and runs to 1st base, she
forces the runner on 1st base to move to 2nd base. If there's also a
runner on 2nd, she must move to 3rd base, and if there's also a runner
on 3rd base, she must run home. A runner is out if she is tagged by a
fielder before reaching the base she is forced to run to or if a fielder
with a ball touches the base before she gets there.
Steal - When a runner runs to the next base without the ball being hit.
The runner may not leave the base until after the pitcher releases the
ball. The runner is out if she is tagged with the ball before reaching
the base.
Tagging up - When a fielder catches a fly ball, a runner cannot leave
the base until after the ball hits the fielder's glove. If she leaves the
base too early, she has to go back and touch the base before she can
run to the next base. If the ball gets to her base before she returns to
tag up, she is out.
VOLLEYBALL
Team sport in which two teams aims to score points by grounding the ball on the other team’s court.
HISTORY Who: William G. Morgan
About: An instructor at the Young Men's
Christian Association (YMCA)
When: 1895
Where: Holyoke, Massachusetts, U.S.A.
GOVERNING BODY Governing body:

Fédération Internationale de Volleyball (1947)
Olympics:
1964 Summer Olympics (Tokyo)

IT E HIT
➢ Spherical
➢ Flexible leather or synthetic leather case with a bladder
inside, made of rubber or a similar material
➢ Its color may be a uniform light color or a combination of
colors.
➢ circumference is 65-67 cm
➢ weight is 260-280 g
➢ Pressure shall be 0.30 to 0.325 kg/cm2 (4.26 to 4.61 psi)
(294.3 to 318.82 mbar or hPa).
➢ FIVE-BALL SYSTEM For FIVB, World and Official
Competitions, five balls shall be used. In this case, six ball
retrievers are stationed, one at each corner of the free zone
and one behind each referee.
PLAYERS Player Positions/Roles

Server
Spiker
Receiver
Blocker
Setter
Open Spiker
Opposite Spiker
Libero
BASIC SKILLS
Serve
-Underhand
-Topspin
-Float
-Jump Serve
-Jump Float
Pass
-Underarm pass/bump
-Overhand pass
Set
Attack/Spike
Block
-Offensive
-Defensive
Digging
RULES AND REGULATIONS
BASKETBALL HAND SIGNALS

IT E HIT

IT E HIT

IT E HIT

IT E HIT

IT E HIT

IT E HIT
VOLLEYBALL HAND SIGNALS
http://www.sonic.net/drturner/WebTurner/volleyball_spectator_guide.htm
SOFTBALL HAND SIGNALS
To indicate that play shall begin, or be resumed; the umpire shall call "PLAY BALL" and, at the same time, motion
the pitcher to deliver the ball

IT E HIT
A STRIKE shall be indicated by raising the right hand upward, indicating the number of strikes by the fingers and, at
the same, time calling "STRIKE" in a clear and decisive voice.
To indicate a BALL, no arm signal is used: To indicate the total COUNT of balls and strikes, the balls are called first.
To indicate a FOUL, the umpire shall call "FOUL BALL" and extend an arm horizontally away from the diamond,
according to the direction of the ball.
To indicate a FAIR BALL, the umpire shall extend an arm toward the center of the diamond, using a pumping motion.
To indicate a batter or runner OUT, the umpire shall raise the right hand upward above the right shoulder, with fist
closed.
To indicate that a player is SAFE, the umpire shall extend both arms horizontally to the side of the body, with palms
toward the ground
To indicate suspension of play, the umpire shall call "TIME" and, at the same time, extend both arms above the head.
The other umpires shall immediately acknowledge the suspension of play, with similar action
To indicate a HOME RUN, the umpire shall extend the right hand, with closed fist closed, above the head and circle
the arm in a clockwise movement.
To indicate an INFIELD FLY, the umpire shall call "INFIELD FLY, IF FAIR, THE BATTER IS OUT." The umpire
shall extend one arm above the head.

IT E HIT
BATTER’S BOX & SOFTBALL FIELD

IT E HIT

Benson Handout Foundations of Mapeh PE

Uploaded by

Copyright:

Available Formats

Benson Handout Foundations of Mapeh PE

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Benson Handout Foundations of Mapeh PE

Uploaded by

Copyright:

Available Formats

IT E HIT

The Legality of Physical Education

Objectives of Physical Education

 Physical Fitness Development

Philosophical Foundation of Physical Education and Sports

Educational Philosophies as Applied to Physical Education

PHILOSOPHES APPLICATION TO PHYSICAL EDUCATION

REALISM Programs are based on scientific knowledge and orderly

Learning is evaluated objectively through scientific

Historical Foundation of Physical Education and Sports

Physical Activities in the Primitive Society

Physical Education in Ancient Nation

● Persia - military training, high moral and patriotism standards.

Physical Education and Sport in Greece

● Olympia Festival - Olympia; every 4 years; in honor of Zeus; Wild olive

BENSON P. SALAZAR, LPT 2

Spartan - being a warrior & soldier

● Paidonomous supervised the educational program called the Agoge.

Athens - balance in moral, mental, physical and aesthetic development

● Plato - gymnastic and music

Roman Physical Activities

● Moral and military training were significant to the Romans

BENSON P. SALAZAR, LPT 3

Physical Education in the Middle Ages - Catholicism

● Asceticism - belief in the existence of evil in the body

- Soule - ball game that resemble soccer

● Humanism – the concept of universal man emerged.

BENSON P. SALAZAR, LPT 4

Physical Education in the Unites States of America

National Period (1784-1881)

Civil War Period Until 1900

● Dioclesan Lewis - developed the Lewis system of light gymnastics in 1860

World War I (1916-1919)

BENSON P. SALAZAR, LPT 5

Golden Twenties (1920 to 1929)

● Jesse Feiring Williams - stressed the importance of PE in general education

Depression Years (1930 to 1939)

● Charles McCloy - wrote the Philosophical Bases of Physical Education in 1940

Mid-Twentieth Century (1940 to 1970)

Physical Education in the Philippines

● Cockfighting, introduced by Malays

BENSON P. SALAZAR, LPT 6

● Radio Taiso - calisthenics on air performed by public schools daily

BENSON P. SALAZAR, LPT 7

● PSC - Philippine Sports Commission

BENSON P. SALAZAR, LPT 8

○ First Asian Games were held in New Delhi, India in 1951

Psychological Foundations of Physical Education

● Three Domains of Learning

● Howard Gardner’s Multiple Intelligence

BENSON P. SALAZAR, LPT 9

Physical Education should help each individual inculcate:

● Herbert Spencer-expend excess energy

COACHING AND OFFICIATING OF SPORTS EVENTS, DANCE COMPETITION AND MUSIC

BENSON P. SALAZAR, LPT 10

● Apply coaching and officiating /judging techniques of MAPEH activities

Ask yourself “do I or can I act”:

1.As a teacher – teaching knowledge, skills and ideas

2.As a trainer – enhancing fitness